Developing EFL Teachers' Beliefs and Practices in Relation to Learner Autonomy Through Online Teacher Development Workshops
Bibliographic Data
| ID | 3349869 |
|---|---|
| Authors | Xueru Li (0000-0003-2848-365X, Beijing Normal University, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440231202883 |
| OpenAlex | W4387402787 |
| Language | EN |
| Citations received | 2 |
| References cited | 47 |
The development of autonomy is acknowledged as a significant educational goal in language education, but it seems challenging in many schools. One of the reasons for this discrepancy is the lack of professional development addressing teacher beliefs and practices about learner autonomy (LA) as valid educational concerns. However, in teacher education research, limited attention has been paid to language teachers' understandings and practices of promoting LA. Hence, this research project aims to develop in-service teachers' beliefs, understandings, and practices about LA through teacher development workshops. First, an in-depth interview was used to gather five teachers' beliefs about autonomy and teaching practices in secondary schools. Second, two workshops were conducted based on the literature and the initial interview to develop teachers' LA-related beliefs, understandings, and practices. Third, a post-workshop evaluation was conducted through a focus group, the written reflection, and the researcher's self-reflective journals to examine to what extent teachers' knowledge and beliefs about LA have changed and developed. The findings revealed that the online workshops have made making teachers more aware of the concept of LA and its significance in language learning. Their LA-related beliefs and understandings of their teaching objectives, prior learning experiences, and teaching competence influenced their LA-related classroom practices. Some practical suggestions were provided for designing and implementing professional development workshops
Autonomy · Faculty Development · Focus group · Language education · Learner autonomy · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology · Technology-Enhanced Education Studies
The Action Research Planner
Exploring Classroom Discourse
Communities of Practice
Designing Qualitative Research
Informing and transforming language teacher education pedagogy
Defining and developing autonomy in East Asian contexts
RP or ‘RIP’
Autonomy and motivation a literature review
Conversations as space for learning
Fostering autonomy from within the classroom
Exploring tensions between teachers’ grammar teaching beliefs and practices
Autonomy and independence in language learning
Reflections on reflection
Learning as dialogue
Second language teacher education
Self-Instruction in Language Learning
Using thematic analysis in psychology
Autonomy in language teaching and learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |